ABSTRACT
Background: Viva voce examination is an integral part of our assessment system. The traditional viva examination can be unstructured one. It is, therefore, essential to explore new assessment methods, which are objective, reliable, and valid. Aim and Objectives: The aim of the study was (1) to compare objective structured viva voce examination (OSVVE) with traditional viva voce examination (TVVE) as assessment methods and (2). to study the perception of students’ regarding objective structured viva examination as a tool of assessment. Material and Methods: Quasi-experimental education project, to compare OSVVE with traditional viva voce. Two viva sessions conducted; course content for both the sessions was different. Marks allotted for both the viva voce was 10. Students assigned to four groups. For OSVVE, two sets of questionnaires were prepared for two sessions, each having ten questions with increasing difficulty levels and validated by subject experts; 10 min allotted for each student. Feedback of students at the end of both viva sessions obtained about the OSVVE. Statistical analysis: Non-parametric test Wilcoxon signed-rank test and paired sample t-test. Results: There was significant difference observed between marks obtained in both the formats. Majority of students strongly agree and agree with OSVVE in terms of easy to understand questions (95%), well organized system (90%), time allotted was adequate (82.5%), and cover most of topics (77.5%). While 62% of the students responded that, it will be included in formative assessment. Conclusions: The study showed positive perception toward OSVVE in terms of its acceptability as an assessment tool.
ABSTRACT
Assessment is an essential part of any curriculum, including that of dentistry. Assessment of knowledge is currently done through examination and thus examination is an inherent part. Examination and assessment of knowledge is done so as to promote the students to the next level. Currently, two types of methods are used for the assessment and performance of students, subjective and objective. Recently objective methods are preferred over 24 subjective methods. Student’s performance can be accessed via relevant feedback. During summative examinations at the end of course, the assessment now has been supplemented by the formative ones. The skill assessment is subjective in nature as well as lacks possibility for direct assessment of the presentation of skills by the evaluator. METHODS50 students from I BDS class, were selected randomly. These students were subjected to conventional OSVV in the subject of dental anatomy and dental histology. The viva voce was taken using predesigned templates having 10 questions with various difficulty levels - easy, difficult and very difficult. The questions were from must know, desirable to know as well as nice to know areas. Same students were subjected to modified OSVV with prior consent and after IEC clearance was obtained. The scores were obtained from the students after viva voce with modified templates and modified difficulty levels. The study was done during second PCT as well as preliminary examinations. The scores were compared. RESULTSThere were 5 students who scored high in modified OSVV pattern during formative (II PCT) and 6 students who scored high during summative (preliminary) examinations. There was no significant difference in the mean scores between the two methods. CONCLUSIONSStudents who scored high marks when subjected to the modified OSVV were rapid learners and modified pattern of OSVV can be useful to improve the score of students.
ABSTRACT
The competency based assessment (CBA) is an integral part of competency based medical education (CBME). It is important to discern the similarities and differences between CBME and traditional curriculum for developing effective implementation schedules and to identify opportunities for best use of the CBA in pharmacology training. CBA relies on assessment of core competencies and attitudes. The viva marks, to be decided at university level, are excluded from theory marks. An advantage of CBA is early entry of failed students into next phase of study. The areas of concern are, viva marks are included in practical marks further reducing ratio of practical to theory marks despite increase in total marks, and non-contribution of internal assessment marks to university marks for rank or grades. Multiple assessments using multiple tools in limited duration of 11 months would pose logistic problems and would require concerted efforts of faculty members for accomplishment.
ABSTRACT
Background: The study was designed to identify value of structured viva (SV) as an assessment tool, to ascertain its correlation with unstructured viva (UV) and to find relationship between viva and theory examination results.Methods: This prospective and observational study was conducted on a total of 135 students of the 2nd professional MBBS. All students faced two viva sessions (SV and UV), each of 10 marks on same topics in general pharmacology and autonomic nervous system. Time limit per student was 10 minutes. SV was conducted on pre-validated, standardized cards (n=40) with 5 questions in each card and 0.5 marks of each question. By draw of lots to be performed by students themselves, each student was given 4 cards. One week prior to the viva, the theory examination of 40 marks on same topics was conducted.Results: The mean marks of all students in SV (3.46�44) were significantly lower (P <0.0001) than those of UV (4.61�02). There was significant less deviation of mean marks in all groups of SV (P <0.05). The mean percentage marks of SV (34.63�.37%) had similarities with results of theory examination (34.67�.49%) (P=0.9720), while the difference between mean percentage marks of UV (46.15�.19%) and theory was statistically highly significant (P <0.0001).Conclusions: SV increases objectivity and reduces subjectivity as compared to UV because of similar pattern of questions, difficulty levels and standardised scoring system. SV provides an opportunity to measure how well students can apply knowledge. Thus, SV can be used for formative and summative assessment.
ABSTRACT
Background: Viva voce which is integral part of practical examination plays important role in evaluation during practical examination in pharmacology. Existing traditional method has disadvantages of subjectivity, less accuracy, no documentary record of performance and is exhaustive for examiners. Methods: In this study we compared a newly designed code conversion technique with traditional method of viva voce evaluation on second MBBS Pharmacology students. Those appearing for pre-university examination in the department were observed for both the methods of evaluation. Results: It is observed that there were cases of overvaluation and undervaluation indicating subjectivity in traditional method evaluation while documentary recording and accuracy possible in code conversion technique. Conclusion: Thus code conversion technique has potential to replace traditional method evaluation as it minimizes all disadvantages of traditional method to make fair and more accurate assessment of students during viva voce part of practical examination. The only drawback of prolonged result complication time can well be adjusted at the university end.
ABSTRACT
Postgraduate education, training and assessment in Forensic Medicine in Sri Lanka are managed by the Postgraduate Institute of Medicine (PGIM), University of Colombo. There are several components in the postgraduate examinations; theory, clinical case presentation, a full autopsy and presentation, Objective Structured Practical Examination (OSPE), Histopathology component and a viva voce examination where a pass grade is compulsory in each component. This includes the 20 minute viva voce examination as well. The viva voce can be used to test intellectual processes such as decision making and justification of opinions; abilities paramount to an effective expert medial witness. However, it has been dropped by many Examination Boards due to several shortcomings. Poor inter examiner reliability is one example that has been quoted as a serious drawback. Certain measures can be taken to increase the validity and reliability of the viva voce, some of which have been introduced in Sri Lanka by the Board of Study in Forensic Medicine, PGIM. Improvements to the viva voce should be an ongoing process. This paper will 1) discuss the value of the viva voce in postgraduate examinations in Forensic Medicine, 2) study its pass/fail reliability as a compulsory component, 3) examine how its shortcomings could be overcome, 4) examine the evolution of the viva voce in postgraduate examinations in Forensic Medicine in Sri Lanka and 5) make recommendations for the future.